Introduction to Research Methods

in Education
TOPIC 1

Discuss the following with your

partner:
What do I already know about educational
research?

What do I want to know/find out about

educational research?

Can you list (write down) the main reasons

why you might want to do research?

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Every discipline relies on research in order to

expand its knowledge base as it provides an
architectural

blueprint

that

helps

its

participants plan, assemble and organize

their

discoveries

and

results

in

systematic, understandable and productive

way.

(Cohen, Manion & Morrison 2007). Merriam (1988: 6)

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Educational Research is...

The application of the scientific method
to study educational problems
The goal is to explain, predict, and/or
control educational phenomena
Research is a process, not a product

Obj. 1.5 & 1.6

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Aims of Educational Research

To provide teachers, clinicians, managers
and learners with systematically obtained
information that helps to improve the
quality of the learning process.
the immediate effects of the intervention are
seen and assessed on the educators or
their students.
Therefore, wherever possible, we should
think about how to measure the effects
of an education intervention on the
student.
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Aims of Educational Research

Educational problems are studied by
the teacher so that a solution or
some useful insight or new
knowledge, may be found so that
the teacher-researcher can improve
his/her own performance at the
workplace, as well as the
performance of his/her learners.

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List down reasons that stimulate people to

write educational (academic) research.

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Reasons of Educational ResearchParsell and Bligh (1999)

Intrinsic reasons
To share knowledge
For career
advancement
To increase status
For collegial approval
For pleasure
To meet a challenge
To improve the
learning environment
for teacher and
students

Extrinsic reasons
Academic pressures
To demonstrate a
commitment to best
pedagogy
To improve practice
To reflect advances in
educational technology
To monitor or evaluate
changes in educational
delivery
Multi-professional teambased practice
(professional learning
community PLC)
Obligations

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The Characteristics of
Educational Research
Minimally-Biased
Transparent
Allows for independent
verification through
replication
In other words,trust but
verify

Defensible
Should be able to explain
the use of methods and
interpretation of results

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Tutorial Task 1:
What is the relationship
between teachers and
research in the educational
context?
Why should teachers conduct
any sort of scholarly research?
In what ways might research
help the teacher-researcher
review, evaluate and improve
his or her professional
practice?
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Educational Research
Steps for conducting educational
research
Selection of a problem
Use of specific research
procedures
to design and collect data
Analysis of data
Statement of conclusions
based on the results of
the data analyses
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Approaches in Educational
Research
Quantitative/Positivist
Qualitative/Interpretive

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Quantitative vs. Qualitative Research

Quantitative

Qualitative

Purpose

To study relationships,
cause and effect

To understand social
phenomenon

Design

Developed prior to
study

Evolves during study

Approach

Deductive; tests theory

Uses face-to-face
interaction

Tools

Uses standardised
instruments

Uses face-to-face
interaction

Sample

Uses large samples

Uses small samples

Analysis

Statistical analysis of
numeric data

Narrative description
and interpretation

Source: Ary, Jacobs & Razavieh, 2002. 2002. Introduction to Research in Education.
6th ed. Belmont CA: Wadsworth
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Research
paradigms
Positivism

Research
approach
Quantitative

Interpretive Qualitative

Research
methods

Examples

Surveys:
longitudinal,
cross-sectional,
correlational;
experimental, and
quasi-experimental
and
ex-post facto research

- Attitude of distance
learners towards online
based education
- Relationship between
students motivation and
their academic
achievement.
- Effect of intelligence on
the academic
performances of primary
school learners

Biographical;
Phenomenological;
Ethnographical;
case study

- A study of autobiography
of a great statesman.
- A study of dropout
among the female
students
- A case study of an open
distance learning
Institution in a country.

Source: Selection of research paradigms and research methods (Dash, 2005)

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When Should I Use Quantitative?

When the research problem is a
description of trends or an
explanation of the relationship
among variables.

When Should I Use Qualitative?

When the research problem is an
exploration and understanding of a
central phenomenon.

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Tutorial Task 2:
Research
There are Type
several types of Strength
educational research that Weakness
have
different purposes. Work with a partner and fill in
3rd Person
the chart
below:
Positivist
Quantitative

2nd Person Interpretive

Qualitative Research

1st Person
Action Research

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Research Ethics
Norms guiding our
choices, behaviour and/or
relationships with others.
Appropriateness of
researchers behaviour in
relation to the rights of
those who may be directly
or indirectly affected by
the research.

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Ethical Problems (Cohen et al. 2000)

The nature of the research
project itself
The context for the research
The procedures to be adopted
Methods of data collection
The nature of the participants
The type of data collected
The practical use of collected
data

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Key Ethical Issues Include:

The privacy of actual and potential
participants
The voluntary nature of participation and the
right to withdraw partially or completely from
the process
Consent and possible deception on the part
of the participants
Maintenance of the confidentiality of data
provided by individuals or identifiable
participants, as well as their anonymity
The participants reaction to the way the
researcher uses, analyses and report his or
her findings
The behaviour and objectivity of the
researcher
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Ethics of Educational
Research
Educational researchers have a
duty to ensure that knowledge
production is created in
conjunction with a moral
responsibility toward
participants rights during the
research study. These rights
include the right to informed
consent, trust, a right to
withdraw and confidentiality
(Ryen, 2010).

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Ethics of Educational Research

Respecting Participants' Rights
Participants have the right to be briefed
about the study.
They need to know the purpose, aims, the
use of the results, and the likely social
consequences the study will have on their
lives.
The right to refuse or withdraw from the
study at any time (McNiff & Whitehead, 2010
)
Their anonymity must be protected at all
times.
Right to gain something from the study
Researchers need to find a way to give
back to the participants who freely
give off their time.
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Ethics of Educational Research

Honoring Research Sites
Get permission first
Dont overly disturb operation
Remember you may be a guest
Reporting Research Fully & Honestly
Make sure your reporting is
accurate.
Report what you find even if it
does not support your
hypothesis.
Respect your own position as
researcher (personal bias)

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Tutorial Task 3:
What is the rational for inclusion of
ethics in educational research?

What is researcher bias and why do

we need to be aware of it?
What challenges do you anticipate
when creating an informed consent
mechanism?
Suggest ethical obligations of
educational researchers and
institutional decision-makers
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Tutorial Task 4:
Read the two articles on:
- Action research for professional
development (Concise advice for new
action researchers)
- Ethics in Research
Create a graphic organiser for each of
the articles. Present.

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References:
Cohen, Louis; Lawrence, Manion and Morrison, Keith (2000).
Research Methods in Education (5 th Ed.). London .
Dash, N.K. (1993). Research Paradigms in Education: Towards a
Resolution. Journal of Indian Education 19(2), pp1-6.
Habermas, J. (1970). Knowledge and Human Interests (J.
Shapiro.Trans.). London : Heinemann.
Keat, R. (1981). The Politics of Social Theory. Oxford : Basil
Blackwell.
Kuhn, T.S. (1962) The Structure of Scientific Revolution.
Chicago : University of Chicago Press.
Lakomski, G. (1999). Critical theory. In J. P. Keeves and G.
Lakomoki (Eds.). Issues in Educational Research. Oxford:
Elsevier Science Ltd., 174-82.
http
://www.faculty.londondeanery.ac.uk/e-learning/introduction-to-edu
cational-research/getting-started
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